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  • Mother Tongue-Based Multilingual Education (MTB-MLE)

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    Mar Jinita
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    Mother Tongue-Based Multilingual Education (MTB-MLE) is an approach in the Philippine basic education curriculum where instruction begins in the student's native language and then transitions to additional languages like Filipino and English. It aims to address high illiteracy rates by making learning easier since students can express themselves and understand lessons in their first language. Under MTB-MLE, twelve major Philippine languages will be used for instruction initially, including Tagalog, Cebuano, and others. In response, Capitol University plans to start a teacher training program focused on developing reading materials in local languages and dialects to better implement MTB-MLE in Cagayan de Oro.

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    Mother Tongue-Based Multilingual Education (MTB-MLE) is an approach in the Philippine basic education curriculum where instruction begins in the student's native language and then transitions to additional languages like Filipino and English. It aims to address high illiteracy rates by making learning easier since students can express themselves and understand lessons in their first language. Under MTB-MLE, twelve major Philippine languages will be used for instruction initially, including Tagalog, Cebuano, and others. In response, Capitol University plans to start a teacher training program focused on developing reading materials in local languages and dialects to better implement MTB-MLE in Cagayan de Oro.

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    20 views2 pages

    Mother Tongue-Based Multilingual Education (MTB-MLE)

    Uploaded by

    Mar Jinita
    Mother Tongue-Based Multilingual Education (MTB-MLE) is an approach in the Philippine basic education curriculum where instruction begins in the student's native language and then transitions to additional languages like Filipino and English. It aims to address high illiteracy rates by making learning easier since students can express themselves and understand lessons in their first language. Under MTB-MLE, twelve major Philippine languages will be used for instruction initially, including Tagalog, Cebuano, and others. In response, Capitol University plans to start a teacher training program focused on developing reading materials in local languages and dialects to better implement MTB-MLE in Cagayan de Oro.

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    Mother TongueBased Education (MTB-MLE)

    Multilingual

    Mother Tongue- Based Multilingual Education (MTBMLE) One of the changes in Basic Education Curriculum brought about by the new K-12 program is the introduction of Mother Tongue- Based Multilingual Education (MTB-MLE) specifically in Kindergarten, Grades 1, 2 and 3 to support the goal of Every Child- A- Reader and A Writer by Grade 1. MTB-MLE refers to first-language-first education that is, schooling which begins in the mother tongue and transitions to additional languages particularly Filipino and English. It is meant to address the high functional illiteracy of Filipinos where language plays a significant factor. Since the childs own language enables her/ him to express him/herself easily, then, there is no fear of making mistakes. It encourages active participation by children in the learning process because they understand what is being discussed and what is being asked of them. They can immediately use their mother tongue to construct and explain their world, articulate their thoughts and add new concepts to what they already know. Currently, there are twelve (12) major languages or lingua franca that shall be language of instruction. The major languages are a) Tagalog b) Kapampangan c) Pangasinense d) Iloko e) Bikol f) Cebuano g) Hiligaynon h) Waray i) Tausug j) Maguindanaoan k) Maranao; l) Chabacano.

    With this challenge posted about MTB- MLE, Capitol University, College of Education plans to institute the MTB-MLE Teacher Development Program through its Center for Professional and Continuing Education (CPCE) with focus on teaching reading in the mother tongue and the production of reading materials. Local stories, poems, biographies, folktales, legends, jokes, riddles as well as the traditional oral literature will be put into writing that will become part of the leaching-learning repertoire. The plan is to localize the Cebuano/Visayan materials to Cagayan de Oro context and linguistic use. Next focus will be the production of materials of the Indigenous Peoples found in the region. See more at: http://www.cu.edu.ph/academics/colleges/coed/mothertongue-based-multilingual-education-mtbmle/#sthash.otfyXuJL.dpuf

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